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Self-evaluation
Self-evaluation involves learning how we learn, whereas self-assessment is what we learn. To train students in self-evaluation, use questions such as: Think about what has happened when the learning has taken place What really made you think? What did you find difficult? What do you need more help with? What are you pleased about? What…
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Learning Journal
Create a learning journal in which students can reflect in and review their learning. It could include tutorial actctivites, target setting, aims and goals etc. Why use it (students and staff) To monitor learning To promote and enhance reflection To review learning processes and trigger meta-learning processes To make links between learning experiences To set…
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Group Feedback
Group feedback to a lecturer concerning peer-assessment of work can help make the lecturer aware of learning needs in a manageable way. If a group feed back on an activity, it generates more attention and presents information that has already been ordered and sorted (meaning less repetition for the lecturer). Why use it (students and…
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Student Marking
By taking part in the process of assessment, students gain a deeper understanding of topics, the process of assessment and what they are doing in their own work. This helps to make them more aware of ‘what learning is’ and thus see their own learning in this way. Example instructions to students: Self-mark or peer-mark…
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Exemplar Work
Students are shown anonymised exemplar of work/ previous assignments to develop an understanding of standards and criteria. Students can be asked to mark exemplar work individually or in groups to develop a better understanding of the process of assessment. Why use it (students and staff) Develop an awareness of standards; Assessment literacy; Enhance independence and…
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Long and short term
To draw together progression with the big picture students set short- and long-term targets. The short term targets could be reviewed weekly or fortnightly and the long term targets at the end of term. Having a long term target may give more cogency to the students’ and lecturers’ short term targets. It may also…
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Self-assessment targets
Students give themselves targets based on their self-assessment. These learning goals could be recorded somewhere and revisited (i.e. a learning diary or an e-portfolio). They could be compared to the lecturer’s targets and the two brought to consensus if different. Why use it (students and staff) Reflect on learning during a session or over a…
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Muddiest Point
Students write down one or two points on which they are least clear. This could be from the previous session, the rest of the course, the preceeding activity etc. The lecturer and class can then seek to remedy the muddiness. Example instructions for students: Write down one or two points from the previous session that…
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Group Answers
Students work in small groups to agree on answers – when tests are returned or in other situations. The process of agreeing should include rasoning over the validity of the consensus answer, as well as reasoned negation of misconceptions or wrong answers. See: Team based learning Example instructions for students: Having prepped independently for class,…
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Articulate then Answer
Give students the opportunity to articulate their thinking before answering: 30 seconds silent thinking before any answering Brainstorm in pairs first for 2-3 minutes Write some thoughts down before answering Discuss with your neighbour first Why use it (students and staff) To build confidence; To encourage reflection; To foster a sense of community; To share different…
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Students ask questions
Create opportunities for students to ask questions – of their peers or lecturer or to start discussion. Why use it (students and staff) Enables students to reflect on their learning and helps indentify any misconceptions or gaps in knowledge. Allowing time for students to ask questions about pieces of work helps open up assessment and eliminate abiguity. When to use it Questions…
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Students write questions
Students create and submit questions to the class about what they would like to know more about a topic. For example: about what they would like to know on a topic, to ask the lecturer or other students in order to assess their learning, or to demonstrate their learning, misconceptions, or areas they would like…
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Good question stems
Students answer questions to encourage deeper thinking and reflection. Typical questions might be: Why does …? What if …? How would you …? Could you explain …? What might …? Why use it (students and staff) Can be used to encourage peer activity Develops student self-regulation – what do students know about a subject and its relationship…
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Graphic organiser
There a range of graphical organisation techniques that can be used in reflective and organisational ways. These can include: webs, triangles, Venn diagrams, ladders, and PMI diagrams Example instructions for students: Use a graphic organiser to help you structure and represent information Why use it (students and staff) Enables reflection on what students have learnt or understood; Helps organise…
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Student Review
Students review their own learning either in groups or individually. This could be done as a plenary, mini-plenary or as an activity to help planning for future revision or the remainder of the course. Example instructions for students: Review your own learning either in a group or individually. Why use it (students and staff) Develop…